SCIENCE

Planning
Document
Primary & Secondary
University of
Notre Dame
 Australian Curriculum: Science (Year 5)
Sub-strands
Biological sciences
Science understanding
Chemical sciences
Earth and space sciences
Physical sciences
Nature and development of
science
endeavour (Year 5-6)
Science as a human
Use and influence of science
Questioning and predicting
Planning and conducting
Science inquiry skills (Year 5-6)
Processing and analysing
data and information
Evaluating
Communicating
General Capabilities
 Literacy
 Numeracy
 Information and communication technology (ICT)
competence
 Critical and creative thinking
 Ethical behaviour
 Personal and social competence
 Intercultural understanding
Content Descriptions Achievement Standard
 Living things have structural features and adaptations By the end of Year 5, students
that help them to survive in their environment classify substances according
(ACSSU043) to their observable properties
 Solids, liquids and gases have different observable and behaviours. They explain
properties and behave in different ways (ACSSU077) everyday phenomena
associated with the transfer of
 The Earth is part of a system of planets orbiting around a light. They describe the key
star (the sun) (ACSSU078) features of our solar system.
They analyse how the form of
 Light from a source forms shadows and can be absorbed, living things enables them to
reflected and refracted (ACSSU080) function in their environments.
 Science involves testing predictions by gathering data and Students discuss how scientific
developments have affected
using evidence to develop explanations of events and
people’s lives and how science
phenomena
 Important contributions to the advancement of science knowledge develops from
have been made by people from a range of cultures many people’s contributions.
(ACSHE081)
 Scientific understandings, discoveries and inventions are Students follow instructions to
used to solve problems that directly affect peoples’ lives pose questions for
(ACSHE083) investigation, predict what
 Scientific knowledge is used to inform personal and might happen when variables
community decisions (ACSHE217)
are changed, and plan
investigation methods. They
 With guidance, pose questions to clarify practical use equipment in ways that are
problems or inform a scientific investigation, and predict
safe and improve the accuracy
what the findings of an investigation might be (ACSIS231)
of their observations. Students
construct tables and graphs to
organise data and identify
 With guidance, plan appropriate investigation methods to
patterns. They use patterns in
answer questions or solve problems (ACSIS086)
their data to suggest
 Decide which variable should be changed and measured explanations and refer to data
in fair tests and accurately observe, measure and record
data, using digital technologies as appropriate (ACSIS087) when they report findings.
They describe ways to improve
 Use equipment and materials safely, identifying potential
the fairness of their methods
risks (ACSIS088)
and communicate their ideas,
 Construct and use a range of representations, including methods and findings using a
tables and graphs, to represent and describe
observations, patterns or relationships in data using range of text types.
digital technologies as appropriate (ACSIS090)
 Compare data with predictions and use as evidence in
developing explanations (ACSIS218)
 Suggest improvements to the methods used to
investigate a question or solve a problem (ACSIS091)
 Communicate ideas, explanations and processes in a
variety of ways, including multi-modal texts (ACSIS093)
Cross Curriculum Priorities Notes:
 Aboriginal and Torres Strait
Islander histories and
cultures
 Asia and Australia’s
engagement with Asia
 Sustainability
 English
Plan, draft and publish imaginative, informative
and persuasive print and multimodal texts,
choosing text structures, language features,
images and sound appropriate to purpose
and audience (ACELY1704):
- Write a creative script for a television
advertisement that persuades the
audience to believe that either liquids,
solids or gases is best
Science / Technology & Enterprise
Select, and apply, safe procedures when using components and equipment to
make solutions (WATPPS30)
- Research, design and create a poster outlining safety
precautions/rules for undertaking science experiments
Geography
The impact of bushfires or floods on
environments and communities, and how
people can respond (ACHASSK114)
- Explore the effects of excess heat
and water on different
materials/environment models to
mimic floods and fires
CONCEPT MAP Maths
(option 1)
Construct displays, including column graphs, dot
Religious Education / Spiritual Education
plots and tables, appropriate for data type, with
and without the use of digital
technologies (ACMSP119)
Recognise that probabilities range from 0 to
1 (ACMSP117)
- Choose appropriate graphs to display
Concept: Solids, Liquids and Gases
results from experiments
Term: 1 Weeks: 1-8 - Graph student predictions and compare
with outcomes of experiments
©The University of Notre Dame 2010 developed by C McGunnigle
Health & Physical Education
Strategies that promote a safe, healthy lifestyle, such as: comparing food
labels on products, increased physical activity, practising sun safety
(ACPPS054):
- Explore why sun safety is important and what types materials
do and do not protect from the sun and why
History
The patterns of The Arts
colonial development and settlement (e.g.
geographical features, climate, water resources,
transport, discovery of gold) and how this Improvisation with and organisation of the elements of
impacted upon the environment and the daily music to create simple compositions (ACAMUM089)
lives of the different inhabitants (ACHASSK107)
- Discuss how explorers discovered food - Write a song/jingle to help remember the
and water resources and preserved food definition of matter and the elements of
by pickling/salting etc, and if this solids, liquids and gases
changed the state of the food
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1- YEAR LEVEL: 5 LEARNING AREA/TOPIC: Science

Week 1
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

5E’s- ENGAGE (1-2 lessons)

 To capture student interest and find out what they know about XXXXX
 To elicit students’ questions/ prior knowledge about XXXXX
 Diagnostic assessment used- in this lesson you will find out what the students already know about XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

Week (ACSSU
DIAGNOSTIC Introduction:
--What is --YouTube video:
077) --Research and record matter? https://www.yout
1 the definition of - Students start a KWL chart about solids, liquids and ube.com/watch?v
Lesson matter --KWL chart gases --What are the 3 =ELchwUIlWa8
1 main states of
(first of
--Identify the 3 main
Body: matter?
--KWL chart
states of matter --Voting worksheet
the - Watch video about matter and answer the --How do you
engage questions in their science journals:
--Vote on whether know if --Voting Matters
lessons)
sample materials are --Anecdotal notes o What is matter? something is a Template
solids, liquids or gases o What are the 3 main states of matter? solid, liquid or (resource sheet 1)
gas?
- Once complete, hand out Voting Matters template
--What do you
and explain how to complete it (individual work) know about
- Students observe and interact with the samples solids, liquids
(solids, liquids, gases and materials that have and gases?
properties of both solids and liquids eg: psyllium)
arranged around the classroom and record whether
they think each sample is a liquid, solid or gas
- Explain that students can change their answers at
any time
 - Give students time to complete their observations
and voting
- Come back as a class to discuss voting and see if the
class can come up with a definition for solids, liquids
and gases (do not give them definite answers at this
stage)
- Tally votes on the board as a class – check if there is
any disagreement and facilitate discussion around
students’ observations and reasoning

Conclusion:
- Ask students if anyone would like to change their
vote after the class discussion and remind them
they will be coming back to this sheet later in the
unit
- Complete KWL charts and hand in

Extension activities:
- Draw up a poster exploring examples of solids,
liquids or gases and their definitions to display in
the class
- Research new vocabulary words relevant to the unit
eg: mass, brittle, viscosity, matter, volume, atom,
element, molecule etc. and add them to the word
wall

Differentiation for students who require

more assistance:
- Work verbally and teacher acts as scribe
- Given more time to observe samples and make their
choices

Safety:
- ICT safety when researching – teacher has QR codes
of the websites students can access
- No eating or smelling the samples
 - Take turns to interact with samples

5E’s- EXPLORE (2-3 lessons)

 To provide hands on, shared experiences of XXXXX
 To support students to investigate and explore ideas about XXXXX
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science Science
Understandi as a Inquiry
ng Human Skills
Endeavou
r

Week (ACSSU0 (ACSIS2

FORMATIVE Introduction:
How can you
77) 18) --Recall properties of tell that --Runny Races
3 solids, liquids and - Have the mystery box of slime set up in front of the
something is a Template
Lesson (ACSIS0 gases --Investigation
class with a sign saying NO PEEKING liquid? (resource sheet 2)
3 87) worksheet - Recap knowledge (so far) of solids, liquids and gases
--Explore the in a Venn Diagram on the board as a class What are some How to make
(second
properties of liquids --2 stars and a wish liquids that are slime video:
of the
thick and some https://www.yout
explore reflection sheet Body: that are thin? ube.com/watch?v
lessons) --Work in teams to - Introduce term viscosity and discuss as a class
--Anecdotal notes =uZHd46u3J6g
make slime and - Hand out Runny Races investigation sheet
conduct viscosity Do all liquids
- Explain this lesson’s investigation and recap fair have the same
investigation
testing (how will we make today’s investigation viscosity?
fair?)
- Get a volunteer student to feel inside the mystery What do you
box and describe the sensation to the class notice about
the slime?
- See if the class can guess what is inside (prompt
further descriptions until the class guesses)
 - Break students into teams that will work well
together
- Students assign roles: (roles can change weekly, but
teams stay the same for the whole unit)
o Manager
o Speaker
o Director

- Model making slime and write instructions on the

board
- Each group makes slime and adds it to their samples
for investigation (other samples include honey, oil,
water)
- Each group conducts investigation (timing sample
liquids on slope to see which ones run
fastest/slowest – do high viscous liquids run faster?
- Record predictions and results on the sheet

Conclusion:
- Class discussion on predictions, results and
conclusions drawn – ask key questions
- Remind students to pack away slime safely in the
boxes and label them because they will use it again

- Reflection activity:
o Students complete a 2 Stars (2 things I
learnt/enjoyed today) 1 Wish (something I
would like to know more about/something
I didn’t understand)

Extension activity:
- Create a checklist that could be used to
categorise/classify liquids
- Add to their KWL chart
- Add ‘viscosity’ to the word wall
 Differentiation for students who require
more assistance:
- Group students who work well together
- Work orally with the teacher as a scribe
- Assist groups with experiment and use prompt
questions to encourage deeper thinking when filling
out sheet
- Printed out instructions with diagrams to follow
- Use iPad with video instructions (can pause when
needed)

Safety:
- No eating samples
- Be respectful of materials and each other
- Pack away and clean up

5E’s- EXPLAIN (1 lesson)

 To support students to develop explanations for experiences and make representations of developing conceptual understandings
 Formative assessment

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

Week (ACSSU (ACSIS2

FORMATIVE
077) 18) --Work in teams to Introduction:
5 observe and categorise - Recap how to make a claim using evidence to How do --Send-a-problem
Lesson (ACSIS0 different materials --Making Claims support it materials activity rules
change state? (resource sheet 3)
5 93) sentences - Recap properties of solids, liquids and gases using
--Investigate the the send-a-problem strategy
application of heat, --Send-a-problem Does heat effect --Making Claims
cold and pressure on activity and the samples Sentence starters
different materials checklists Body: differently? (resource sheet 4)
--Make a claim about - In their science teams students create checklists Is slime a liquid? --Example
solids and liquids using using the information from the send-a-problem checklist
evidence to support it activity How could you
melt the M&Ms
- The checklists will be used for categorising liquids,
faster?
solids and gases
- In their teams students will interact with and
observe sample materials at stations around the
classroom (teacher will lead the rotations so all
teams have an equal amount of time at each
station)
- The stations will include sample materials such as:
slime, water, powdered sugar, chocolate M&Ms,
honey, rock salt
- Each station will have a different way of
manipulating the samples eg: hairdryer for heating,
icepacks for cooling, mortar and pestle for pressure
- Students make note of observations

Conclusion:
- Students return to desks and discuss observations
with their team
- Write up sentence starters on the board for
students to use as an example
- (Individually) students choose a sample to make a
claim about and choose a sentence starter on the
board to help
- Students make claims about the different
substances which they will explain using evidence
collected from observations/investigations from this
lesson, previous lessons and their checklists

Extension activities:
- Add to KWL chart
- Make claims for each sample material
- Use own sentence starters

Differentiation for students who require

more assistance:
 - Work orally and teacher acts as scribe
- Choose simplest claim to support
- Draw findings/observations

Safety:
- Only use the hairdryer/icepacks/mortar and pestle
on the materials at the stations
- Be respectful of the materials and each other – no
eating the materials (except the M&Ms to
investigate melting in mouth, not hands)
- Check allergies
- Take turns

5E’s- ELABORATE (1-2 lessons)

 To challenge and extend students’ understandings in a new context or make connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
 Summative assessment of science inquiry skills

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

Week (ACSSU (ACSIS2

SUMMATIVE-
How do you --Balloon
077) 18) Introduction: think you could Investigation
6 - Conduct a fair Science Inquiry - Recap properties of solids and liquids change the Template
Lesson (ACSIS0 test Skills - Recap materials changing states due to temperature properties of a (resource sheet 5)
6 87) investigation and pressure
material?
(first of as a team --Balloon
the
- Introduce gas experiment: What have we
Investigation
o What is in the balloon? learned about
elaborat - Write a claim Planner sheet
e
o What is air made of? the properties
about effects of
lessons) of - Hook: outdoor lesson with parent helpers
 temperature solids/liquids/ga
on air (gases) ses?
Body: Do you think
- Make a - Explain this investigation is about air (gases) and
those
prediction and how temperature affects it properties
compare with - Model/demonstrate balloon experiment while always stay the
results questioning students on what they think will happen same?
and why Why/Why not?
- The investigation: placing a balloon over the top of
an open bottle, then submerging in warm water
which makes the balloon inflate – bottles may need
to be kept in an esky to ensure the air inside is cold
and there is enough of a contrast between the cold
air and the hot water

- Discuss conducting a fair investigation (have

materials so students can vary the variables ie:
different bottle sizes, water temperature, balloon
shape)
- Brainstorm variables on the board as class and how
to record results (drawings, notes, measurements,
photos etc)
- Brainstorm/workshop a question for investigation:
o Does air take up more space when it is
heated?
- Students split into science teams and assign roles
- Make predictions and conduct experiment, record
results

Conclusion:
- Give each team a question which they will discuss
and share their answers with the class during the
end discussion
- Questions can include:

o What have we learned about the

properties of gaseous materials?
 o What challenges did you experience doing
this investigation and how might you
overcome them next time?
o Can you think of ways to change or
improve the investigation next time?
- Have a class discussion about results – did they
match predictions? What do they tell us about the
properties of gas?

Extension activities:
- Update the Gases section of the word wall
- Design a fair test investigation on fizzy liquids and
temperature
- Begin research for STEM project

Differentiation for students who require

more assistance:
- Record results as drawings or photographs
- Work verbally
- Assist students/groups with setting up the
investigation and collecting materials

Safety:
- Hot water station supervised by parent helper or
E.A at all times
- Water temperature 50 degrees Celsius or less
- Take turns, respectful of materials and each other
- Respect team roles
- Outdoor class supervised at all times – explicitly
state boundaries

**Introduce STEM Design Brief at the end

of this lesson**
 5E’s- EVALUATE (1 lesson)
 To provide opportunities to review and reflect on their learning about XXXXX and represent what they know about XXXXX
 Summative assessment of science understanding

WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Science Science as Science
Understand a Human Inquiry
ing Endeavour Skills

Week (ACSSU (ACSIS0

SUMMATIVE-
What are the --Primary
077) 93) Introduction: properties of Connections:
8 --Create cards for a Science - Recap lessons so far with a mystery object solids/liquids/ga What’s the
Lesson card game about Understanding challenge: ses? Matter Year 5
solids, liquids and
8 o Have a desk set up at the front of the class
Chemical Science
gases What are similar Matter Cards
--Create cards with a box or bag on it containing mystery
about powders resource sheet 7
--Reflect on their describing objects objects such as a soccer balls, toothpaste, a
using scientific and liquids?
learning in the unit fizzy drink, water bottle etc
language and
o Pick an object for students to guess, start What happens --Reflection sheet
categorising them
off the game by giving a clue, eg: if the to gas when it is (resource sheet 6)
into solids, liquids
and gases (or a object was a soccer ball say “it’s a solid heated?
mixture) with gas inside”
o Students take turns to ask yes and no
--Reflection sheet questions to the teacher until they figure
out the object
o Explain today’s activity is also a game with
similar themes
 Body:
- Introduce card making activity and model how to
complete the template
- Students complete their cards with objects of their
choice and find another student to play
‘concentration’, ‘snap’ or ‘go fish’ with

Conclusion:
- Students complete a reflection sheet with sentence
starters to be handed in with their cards

Extension activities:
- Create a card game with the cards that can be kept
as a class game (design the cards, write the rules
etc)
- Work on STEM project
- Update the word wall

Differentiation for students who require

more assistance:
- Have concrete examples of objects/materials for
students to describe to another student without
writing
- Students work verbally while teacher acts as scribe
or takes anecdotal notes

Safety:
- Take turns
- Respect the materials and each other
- ICT safety if researching